June 15, 2019
June 15, 2019
June 19, 2019
This complete research paper describes the impact of a modeling intervention on first-year engineering students’ modeling skills in an introductory computer programming course. Five sections of the first-year engineering introductory programming course at a private, STEM+Business institution were revised to center around modeling concepts. These five sections made up the experimental group for this study. The comparison group consisted of four sections of the course that were not revised. Students in all these sections were given two different versions of a modeling problem two times in the semester to test their progress in gaining modeling skills. Each version required two submissions – a written solution and a coded solution. The assessment of these four submissions based on the three established dimensions of modeling were quantitatively analyzed in this study. The three dimensions within mathematical modeling that were the focus of this study were mathematical model complexity, modifiability, and reusability. Mathematical model complexity is being able to address the complexity of the problem. Modifiability addresses the generalizability of the model solution. Reusability is showing an understanding of the problem and the user. Statistical analysis showed that students in the experimental group had more gains in their demonstrated modeling abilities across all three dimensions than the students in the comparison group. This study demonstrated that intentional and explicit instructional strategies targeting model development resulted in greater gains in students’ demonstrated modeling skills and both their written and coded solutions to a complex modeling problem.
Rodgers, K. J., & McNeil, J. C., & Verleger, M. A., & Marbouti, F. (2019, June), Impact of a Modeling Intervention in an Introductory Programming Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32918
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